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The Teaching Profession

 Initial Professional Education
 Accreditation
 Regulation
 Continuing Professional Development
 Professional Societies
 Professional Code of Ethics

Education during the Pre-Spanish period

• Education is for Survival, Conformity, and Enculturation
• Informal Educational, Practical Training, Theoretical Training
• Method of education is through: tell me and show me, observation, and trial and error
Evidences of early education/civilization:
a) Effective technology on ceramic industry,
b) Predictive sciences in preserving mummies,
c) Art and religion Petro glyphs and line drawings in Angono,
d) Syllabary writing among the Tagbanwas and Mangyans,
e) foreign trade with the Chinese during the Tang Dynasty,
f) big population centers,
g) Megalithic structures of the rice terraces,
h) Government in barangays,
i) Laws like the Code of Kalantiaw, and
j) Warfare in barangays.
Education during the Spanish Period
• The purpose of education is to propagate Christianity
• Formal Education, Religious Education, Vocational courses
• Education is through dictation and memorization
• The vernacular was used as the medium of instruction in the parochial schools.
• The religious orders introduced the parochial school concept.

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Parochial schools started in Cebu in 1565 by the Augustinian missionaries. Subjects other than the
Doctrina like simple arithmetic, music and various arts and trades were offered.
• Academic education higher than parochial schools that were established are the
“colegios” for boys and the “beatrios” for the girls which are equivalent to the present
high schools
• The Spanish Friars produced the first grammars and dictionaries that led the
development of Filipino languages.
• The Royal Decree of 1863 was the first attempt of the Spaniards to establish an overall
public school system and to provide for the training of teachers through a normal school
ELEMENTS OF A PROFESSION
HISTORY OF THE PHILIPPINE EDUCATIONAL SYSTEM
Education during the American Period
• The aim of education is to reach democracy as a w2ay of life
• Formal Education was established
• Education is through socialized recitation, encouraged more students’ participation and
disputation
• The education act of 1901, also known as Act. No. 74 of the Philippine Commission was
promulgated to:
a) Established a department of Public Instruction.
b) Established a highly centralized system
c) Provide for the importation of teachers
d) Create the Philippine Normal School
• The Department of Public Instruction set up a three-level Instruction of schools:
a) The first level consistent of a four-year primary and three-year intermediate.
b) The second level was a four-year high school.
c) The third level at first was a two-year junior college and later a
four-year program. The University of the Philippines founded in 1908, was the
first school of university status.

• Reading, witting, arithmetic, language, GMRC, civics, hygiene and sanitation, gardening, domestic
science, American History, and Philippine history were the subject areas for study

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• The Monroe Survey Commission was created in 1925 to evaluate the entire school system the
Americans set up.
• The American director of the Bureau of Education spelled out these aims of American education:
A. Training of Filipinos for self-government and
B. Provision of English as common language.
Education during the Commonwealth Period (1935-1942)
• The fundamental aims of education as provided by the 1935 Constitution are as follows:
to develop moral character, personal discipline, civic conscience and vocational
efficiency and to teach the duties of citizenship.
• Education aimed to continue the Commonwealth was to help prepare for the coming
independence of a new Filipino nation.
• Training was done through the public schools
• The private schools (sectarian and non-sectarian)
• Curricular emphasis was on, character education and citizenship training.
• Education Act of 19401 otherwise known as Commonwealth Act 586 provided for the
complete revision of the public elementary school system by:
a) Shortening of elementary grades to six years
b) Adoption of double-single sessions in the primary grade with one teacher
c) One class assignment of intermediate teachers.
• Act No. 4007 completely abolished matriculation fees
• Executive Order No. 134 in 1936 designated Tagalog as the basis of the national
language.
• Executive Order No. 263 in 1940 required the teaching of the national language in the
senior year of all high schools and all years in the normal schools.
• Commonwealth Act No. 117 placed all public-school teachers under Civic Service Rules and
Regulations.
• Commonwealth Act No. 578 conferred the status of “persons in authority” on supervisors, principals,
teachers and professions training adults.
• Commonwealth Act No. 80 provided the legal basis for adult education pursuant to the
Constitutional provision on citizenship training adults.
• Commonwealth Act No. 589 in 1940 established a school ritual in all public and private

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elementary and secondary schools consisting of solemn patriotic ceremonies that

include the singing of the National Anthem and the recitation if the Patriotic Pledge.
• Commonwealth Act No. 1, known as the National Defense Act of Dec. 21, 1935,
provided for preparatory military training which shall begin with the young in the
elementary grade school at the age of 10 years and shall extend through the remainder
of his schooling into college or university.
• P.D. 1706 of 1980, known as national Service law, required all citizens to render civic
welfare service, law enforcement service, and military service.
Education during the Japanese Era (1943-45)
• Education aimed at making people understand the position of the Philippines in the
Greater East Asia Co-Prosperity Sphere being advocated by Japan. It aimed at:
a) Striving for the diffusion of the Japanese language in the Philippines and the
termination of the use of the English language in schools
b) Inspiring the people with the spirit to love labor
c) Training was done formally through the schools, which gave more emphasis on
vocational, technical, agriculture
d) Reopening of schools
e) Opening of vocational schools
f) Establishment of agricultural schools and colleges
g) Curricular content centered on values rooted on love for labor
h) Emphasizing vocational education’
i) Diffusing the use of Nippongo
j) Teaching physical education and singing Japanese songs.
• Emphasized health/vocational education
• Stressed dignity of manual labor

Education during the Republic (1943-1972)

• Promotion of equal educational opportunities for all
• Formation of Presidential Commission to Survey Philippine Education (PCSPE)
• Restatement of national Development Goals and Educational Aims (based on the result

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of the survey or PCSPE)

• Education aimed at the full realization of the democratic ideals and way of life the
characteristics of which are:
a) Democracy is predicated upon the intrinsic worth of the individual
b) Individuals realize their capacities best in social context
c) Society is not separated from the individual
d) Democracy thrives on change; it is dynamic and flexible.
e) It fosters persuasion and consensus and rejects coercion and indoctrination. Curricular content
stressed:
a) social orientation as manifested by the conservation of the Filipino heritage
b) Training for occupation
c) Promotion of democratic nation building
d) A new thrust on community development
• Republic Act No. 139 known as Board of textbooks Law of June 14, 1947, created the
Board of Textbooks that would screen and approved textbooks for use in all public schools for a period of
6 years from date of their adoption.
• Republic Act No. 896 (Education Act of 1953) enacted on June 20, 1953, replaced C.A. 586 and
provided the following:
a) Restoration of grade 7 (never implemented due to lack of funds)
b) Abolition of “double-single” session and return to the practice of 1 class under
1 teacher in the primary and 3 teachers to 2 classes or 5 teachers to 3 classes in the intermediate
c) Compulsory completion of elementary grades
d) Compulsory enrollment of children in the public schools upon attaining 7
years of age
• Republic Act No.1079, June 15, 1954, made permanent civil service eligibility of teachers.

• Republic Act No. 1124, June 16, 1954, created the Board of national Education (BNE)
tasked with formulating educational policies and directing Philippine education. BNE as a
later renamed Board of Higher Education (NBE) by P.D. No.1; was abolished by with the
creation of the Board of Higher Education by Batas Pambansa Blg. 232. The Board’s
function now assumed by CHED under R.A. 7722.

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• Republic Act No. 1265, June 11, 1955, provided that a daily flag ceremony shall be
compulsory in all schools.
• Republic Act No. 1425, June 12, 1955, prescribed the inclusion in the curricula of all
schools in all levels, the life, works and writings of Jose Rizal especially the “Noli Me
Tangere” and “El Filibusterismo.”
• Republic Act no. 4670, Magna Carta for Public School teachers, June 18, 1966, aims to
promote and improve the socio-economic status of public schools’ teachers, their living
and working conditions, and their employment and career prospects.
• Republic Act No. 5447, Special Education Fund of 1968, created the special education
fund and local school boards primarily to finance and support provincial schools.
• Republic Act No. 6054, Barrio High School Law, created high schools throughout the
country through the imitative of Dr. Pedro T. Orata.
Education during the New Society (1972-1986)
• The aim of education is for national development
• Made education relevant to the needs of the changing world
• Proclamation 1081 on September 21, 1972 started educational revolution
• Adoption of the acronym PLEDGES – Peace and order; Land reform; Economic
development; Development of moral values; Government reorganization; Employment
and manpower development; Social services
• Bilingual Education Policy – use of English and Filipino as media of instruction in specific learning areas
• Curricular changes in Elementary Education
a) Focused on the 3rs
b) Integration of values in all learning areas
c) Emphasis on mastery learning
• Curricular changes in Secondary Education
a) Increased in time allotment
b) YDT and CAT introduced as new courses
c) Elective offerings as part of the curriculum Educational Programs Initiated:
a) Project IMPACT- Instructional management by Parents, Community, and teachers
b) ISOSA – In School, Off School Approach

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c) CPS – Continuous Progression Scheme

d) PRODED – Program for a Decentralized Educational Development
e) NCEE – National College Entrance Examination
f) NEAT – National Elementary Assessment Test for grade VI- battery of
achievement test of multiple choices.
g) NSAT – National Secondary Assessment Test replaces NCEE; not a prerequisite to entrance to college,
20% of the result is computed to the GPA.
Education during the Present (1986-Present)
• DECS Order No. 6, s. 1998, issued by Education Secretary Lourdes R. Quisumbing, strengthens the
teaching of values in the New Elementary School Curriculum (NESC) launched in SY 1989-90 under the
Program for Decentralized Educational Development (PRODED) and Secondary Development Program
(SEDP) respectively.
• The national budget appropriates the highest allocation for education
• Promotion and improvement of the public-school teachers
• Education aimed to promote national development and values education
• Implementation of NESC – addressed to civic, intellectual and character development of
the child. Its features are:
a) Fewer learning areas; emphasis on mastery learning
b) Focused on the development of the 3Rs
c) Emphasis on the development of the intellectual skills which are as important as work skills
d) Multi-disciplinary treatment of curriculum content
e) Student-centered
f) Cognitive-affective manipulative-based curriculum
g) Values education offered as separate subject area
h) Emphasis in Science and technology
i) Uses bilingual policy
j) Critical thinking emphasized
• Focused on the development on humanism and Filipinism in all learning areas.
• Implementation of SEDP in response to the need to continue pupil development. To
meet these needs, it aims to improve policy making and increase the internal efficiency
of the educational system. Its features are:
a) Subjects generally oriented to the development of values

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b) Specific competencies
c) Concept-based subject areas
d) Uni-disciplinary treatment of curriculum content
• The Congressional Commission on Education (EDCOM), with its report in 1991,
recommended the following:
a) Division of DECS into the Department of Basic Education (DBE), Technical
Education and Skills Development Authority (TESDA), and Commission on Higher Education (CHED);
b) Establishment of teacher Education Center of Excellence;
c) Professionalization of teachers; and
d) Technical-Vocational Education reform.
• R.A. 7722, the Higher Education Act of 1994, created the Commission on Higher
Education (CHED) to be headed by a chairman under the Office of the President.
• R.A> 7796, TESDA Law, created the Technical Education and Skills Development
Authority headed by a Director General under the Department of Labor and Employment
(DOLE). The Bureau of technical and Vocational Education of DECS has been absorbed by this agency.
• R.A. 7784, August 4, 1994, “An act strengthens teacher education in the Philippines by
establishing Centers of Excellence,” provides for the establishment of CENTREXES in
each of the regions in the country which shall be maintained for a period of five years.
• R.A. 7687 crated the science and technology scholarship program for indigent but
deserving youth in the country under the Department of Science and Technology
(DOST)
• R.A. 7168, December 26, 1991, converted the Philippine Normal College into Philippine
Normal University under the Board of Regents
• R.A. 7731 in 1994 abolished the NCEE mandated by P.D. 146.
• R.A. 7836 in 1994 revised P.D. 10006 and created the Professional Board for Teachers
and provided for a Licensure Examination for Teachers (LET) to be administered by the
Professional Regulation Commission (PRC). It also provided for the formulation and
adoption of Code of Ethics for Professional Teachers.
Future Direction for the Philippines – “Education for All”
1. EFA – Mandated by Presidential 480 – whose vision is anchored on humanitarianism

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and equalitarianism. Its components are:

• ECCD – Early Childhood Care and Development
• UQPE – Universal Quality of Primary Education
• EOI – Eradication of Illiteracy
• CE – Continuing Education
2. DECS Own Master Plan for Basic Education;
• Looking beyond the realism of the education system
• Strengthening its bonds with its present and potential partners
• Employing more non-traditional means of ensuring that children stay school.
• Realizing that the planning of education and the implementation of its programmed
must take into primary and serious consideration the system provisions also for
guaranteeing that it has the students to work on.
• Establishing viable alternative learning system comprising non-form and informal education.
• Strengthening of the partnership between school, home and community and local government –
(Expanded the PTA into parent-teacher-community association
(PTCA) as part of self-management under the Third Elementary Education Project (TEEP) package of
reforms)
3. Third Elementary Education Project (TEEP) Department of Education’s response to the
Social Reform
• Agenda of the government which aims to –
• Raise the participation school-aged children in elementary education,
• Improve the six-year completion in the elementary schools and
• Increase academic achievement the project provinces
• Upgrading of teacher competencies and improving their welfare was seen by EFA as
a fundamental and long-term policy measure to bring about quality basic education.
4. NEAP – National Educators Academy of the Philippines was established while better in
service and pre-service training were included in TEEP and the Aus Aid (Australian Aid)- assisted
Program in Basic Education (PROBE)
• Internalizes EFA’s philosophy and goals
• The quality goal of EFA is emphasizing creative and critical thinking
Strengthening the foundation of Education Priorities:

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• Advancement of ECCD (Early Childhood Care and Development) with proper material, child health.
Care and nutrition, [inclusion of early childhood experiences in grade one in classes with children who
have not undergone preschool]
• Expansion of preschool services
• Impact of the 8 – week Early Experiences in Grade I scheme should be studied
5. Improving the Quality of Primary Education
• Programmed Intervention
• Differentiated approaches should be allowed for males and females and for urban
rural areas when formulating intervention to combat the low survival rate and high dropout and
repetition rates.
• Special children that required focused and differentiated approaches such as distance learning. These
need alternative learning approaches because of the serious structural difficulty in maintaining school
attendance.
• Multi-level materials assisted instruction
• School feeding with parent-teacher partnership and community.
• Multi-grade – strengthening this MTG teaching as the norm for difficult-to-reach areas and sparsely
populated areas.
• Comprehensive teacher education and development programmed
• Upgrade teaching approaches and techniques through School-based inset by principals and
supervisors.
• Teaching approaches which promote active participatory and experiential learning.
P.D. 1006: Decree Professionalizing Teachers
 PBET Passing score = 70, no rating below 50 in any subject
 NBT (National Board for Teachers)
 Results within 150 days
 Professional Teaching Certificate = Evidence
 Registration Reciprocity
 No Certificate – No Practice
 Fine (P1,000-P5,000) or (Imprisonment of 6 months – 2 years)
R.A. 7836: Philippine Teacher Professionalization Act of 1994
- Creation of the Board for Professional Teachers consists of a Chairman, Vice Chairman and 3 members.
- Prescription of LET
Qualifications of Board Members

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 Citizen and resident of Philippines

 At least 35 years of age
 Good moral character
 Has not been convicted of any crime
 Graduate of Education Course
 Preferably Master’s/Doctor’s Degree Holder
 Valid Professional License and Valid COR
 At least 10 years of Teaching Experience
 No pecuniary interest for at least 3 years
 Member of APO
 Not affiliated with a review center
Examination and Registration
 A citizen of the Philippines or an alien whose country has reciprocity with the Philippines
in the practice of the teaching profession
 At least eighteen (18) years of age
 In good health and of good reputation with high moral values
 Has not been convicted by final judgment
(1) For teachers in preschool, (BECED)
(2) For teachers in the elementary grades (BSEED)
(3) For teachers in the secondary grades, a bachelor's degree in education or its
equivalent with a major and minor, or a bachelor's degree in arts and sciences with at
least ten (10) units in professional education
LAWS OF THE PROFESSIONALIZATION OF TEACHERS
(4) For teachers of vocational and two-year technical courses, a bachelor's degree in the field of
specialization or its equivalent, with at least eighteen (18) units in professional education. Sec. 16.
Report of the Results of the Examination
The Board shall, within one hundred twenty (120) days after the examination, report the ratings
obtained by each candidate to the Professional Regulation Commission for approval and appropriate
action. Sec. 26. Registration and Exception
1. A holder of certificate of eligibility by CSC and DECS
2. A registered professional teacher with the NBT (PD 1006)
3. An elementary or secondary teacher for 5 years in good standing and a holder of

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Bachelor of Science in Education or its equivalent

4. A elementary or secondary teacher for 3 years in good standing and a holder of a master’s degree in
education
Sec. 23. Revocation of the Certificate of Registration, Suspension from the Practice of the
Teaching Profession and Cancellation of Temporary or Special Permit
1. Conviction by a court
2. Immoral, unprofessional or dishonorable conduct
3. Mentally unsound or insane
4. Malpractice, gross incompetence, gross negligence or serious ignorance of the practice
of the teaching profession
5. Perpetration of any fraud or deceit in obtaining a certificate of registration, professional
license or special/temporary permit
6. Chronic inebriety or habitual use of drugs
7. Violation of the code of ethical and professional standards for professional teachers.
8. Unjustified or willful failure to attend seminars, workshops, conferences or continuing
education programs prescribed by the board.
Periodic Merit Examination
 Oral and Written examination
 Once in every five (5) years
 No examination fees
Incentives
 Diploma of merit
 Earn merit points for purposes of promotion in salary or to a higher position or grade
level
 Be placed in the priority list for government scholarship
R.A. 9293: Amendment to R.A. 7836
Special Permits:
 Para- teachers
 International Recognition
 5 years inactive teachers take refresher course

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 18 units of Prof. Ed
Vocation – “Vocare” – to call, a calling
Mission – “Misio” – to send, we are sent into the world to accomplish a mission
Pursuant to the provisions of paragraph (e). Article 11, of R. A.. No. 7836. otherwise known as
the Philippines Professionalization Act of 1994 and Paragraph (a), section 6. P.D. No. 223. as
amended, the Board for Professional Teachers hereby adopt the Code of Ethics for Professional
Teachers.
PREAMBLE
Teachers are duly licensed professionals who possesses dignity and reputation with high moral
values as well as technical and professional competence in the practice of their noble
profession, they strictly adhere to. observe, and practice this set of ethical and moral principles,
standards, and values.

ARTICLE I – SCOPE AND LIMITATIONS

Section 1. The Philippine Constitution provides that all educational institution shall offer quality
education for all competent teachers committed of its full realization The provision of this Code
shall apply, therefore, to all teachers in schools in the Philippines.
Section 2. This Code covers all public and private school teachers in all educational institutions
at the preschool, primary, elementary. and secondary levels whether academic, vocational,
special, technical, or non-formal. The term “teacher” shall include industrial arts or vocational
teachers and all other persons performing supervisory and /or administrative functions in all
school at the aforesaid levels, whether on full time or part-time basis.
TEACHING AS A VOCATION AND MISSION
CODE OF ETHICS FOR PROFESSIONAL TEACHERS
ARTICLE II – THE TEACHER AND THE STATE
Section 1. The schools are the nurseries of the future citizens of the state: each teacher is a
trustee of the cultural and educational heritage of the nation and is under obligation to transmit
to learners such heritage as well as to elevate national morality, promote national pride,
cultivate love of country, instill allegiance to the constitution and for all duly constituted
authorities, and promote obedience to the laws of the state.

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Section 2. Every teacher or school official shall actively help carry out the declared policies of
the state, and shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much as of his own. every
teacher shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty.
Section 5. A teacher shall not engage in the promotion of any political, religious, or other
partisan interest, and shall not. directly or indirectly, solicit, require, collect, or receive any
money or service or other valuable material from any person or entity for such purposes
Section 6. Every teacher shall vote and shall exercise all other constitutional rights and
responsibility.
Section 7. A teacher shall not use his position or facial authority or influence to coerce any
other person to follow any political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding
the product of his researches and investigations: provided that, if the results are inimical to the
declared policies of the State, they shall be brought to the proper authorities for appropriate
remedial action.
ARTICLE III – THE TEACHER AND THE COMMUNITY
Section 1. A teacher is a facilitator of learning and of the development of the youth: he shall,
therefore, render the best service by providing an environment conducive to such learning and
growth.
Section 2. Every teacher shall provide leadership and initiative to actively participate in
community movements for moral, social, educational, economic and civic betterment.
Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall
behave with honor and dignity at all times and refrain for such activities as gambling, smoking,
drunkenness, and other excesses, much less illicit relations.
Section 4. Every teacher shall live for and with the community and shall, therefore, study and
understand local customs and traditions in order to have sympathetic attitude, therefore, refrain
from disparaging the community.
Section 5. Every teacher shall help the school keep the people in the community informed
about the school’s work and accomplishments as well as its needs and problems.

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Section 6. Every teacher is intellectual leader in the community, especially in the barangay. and
shall welcome the opportunity to provide such leadership when needed, to extend counseling
services, as appropriate, and to actively be involved in matters affecting the welfare of the
people.
Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations
with other professionals, with government officials, and with the people, individually or
collectively.
Section 8. A teacher possess freedom to attend church and worships as appropriate, but shall
not use his positions and influence to proselyte others.

ARTICLE IV – A TEACHER AND THE PROFESSION

Section 1. Every teacher shall actively ensure that teaching is the noblest profession, and shall
manifest genuine enthusiasm and pride in teaching as a noble calling.
Section 2. Every teacher shall uphold the highest possible standards of quality education, shall
make the best preparations for the career of teaching, and shall be at his best at all times and in
the practice of his profession.
Section 3. Every teacher shall participate in the Continuing Professional Education (CPE)
program of the Professional Regulation Commission, and shall pursue such other studies as will
improve his efficiency, enhance the prestige of the profession, and strengthen his competence,
virtues, and productivity in order to be nationally and internationally competitive.
Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but
shall not make improper misrepresentations through personal advertisements and other
questionable means.
Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified
means for earning a decent living.
ARTICLE V – THE TEACHERS AND THE PROFESSION
Section 1. Teacher shall, at all times, be imbued with the spirit of professional loyalty, mutual
confidence, and faith in one another, self-sacrifice for the common good, and full cooperation

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with colleagues. When the best interest of the learners, the school, or the profession is at stake
in any controversy, teacher shall support one another.
Section 2. A teacher is not entitled to claim credit or work not of his own. and shall give due
credit for the work of others which he may use.
Section 3. Before leaving his position, a teacher shall organize for whoever assumes the
position such records and other data as are necessary to carry on the work.
Section 4. A teacher shall hold inviolate all confidential information concerning associates and
the school, and shall not divulge to anyone documents which has not been officially released, or
remove records from the files without permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for what he may
appear to be an unprofessional and unethical conduct of any associates. However, this may be
done only if there is incontrovertible evidence for such conduct.
Section 6. A teacher may submit to the proper authorities any justifiable criticism against an
associate, preferably in writing, without violating the right of the individual concerned.
Section 7. A teacher may apply for a vacant position for which he is qualified: provided that he
respects the system of selection on the basis of merit and competence: provided, further, that all
qualified candidates are given the opportunity to be considered.
ARTICLE VI – THE TEACHER AND HIGHER AUTHORITIES IN THE PROFESSIONS
Section 1. Every teacher shall make it his duties to make an honest effort to understand and
support the legitimate policies of the school and the administration regardless of personal
feeling or private opinion and shall faithfully carry them out.
Section 2. A teacher shall not make any false accusations or charges against superiors,
especially under anonymity. However, if there are valid charges, he should present such under
oath to competent authority.
Section 3. A teacher shall transact all official business through channels except when special
conditions warrant a different procedure, such as when special conditions are advocated but are
opposed by immediate superiors, in which case, the teacher shall appeal directly to the
appropriate higher authority.
Section 4. Every teacher, individually or as part of a group, has a right to seek redress against
injustice to the administration and to extent possible, shall raise grievances within acceptable

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democratic possesses. In doing so. they shall avoid jeopardizing the interest and the welfare of
learners whose right to learn must be respected.
Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and
transfer of teachers is made only on the basis of merit and needed in the interest of the service.
Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his
contract, assuming full knowledge of employment terms and conditions.
ARTICLE VII – SCHOOL OFFICIALS TEACHERS AND OTHER PERSONNEL
Section 1. All school officials shall at all times show professional courtesy, helpfulness and
sympathy towards teachers and other personnel, such practices being standards of effective
school supervision, dignified administration, responsible leadership and enlighten directions.
Section 2. School officials, teachers, and other school personnel shall consider it their
cooperative responsibility to formulate policies or introduce important changes in the system at all
levels.
Section 3. School officials shall encourage and attend the professional growth of all teachers
under them such as recommending them for promotion, giving them due recognition for
meritorious performance, and allowing them to participate in conferences in training programs.
Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other subordinates
except for cause.
Section 5. School authorities concern shall ensure that public school teachers are employed in
accordance with pertinent civil service rules, and private school teachers are issued contracts
specifying the terms and conditions of their work: provided that they are given, if qualified,
subsequent permanent tenure, in accordance with existing laws.
ARTICLE VIII – THE TEACHERS AND LEARNERS
Section 1. A teacher has a right and duty to determine the academic marks and the promotions
of learners in the subject or grades he handles; such determination shall be in accordance with
generally accepted procedures of evaluation and measurement. In case of any complaint,
teachers concerned shall immediately take appropriate actions, of serving due process.
Section 2. A teacher shall recognize that the interest and welfare of learners are of first and
foremost concerns, and shall deal justifiably and impartially with each of them.
Section 3. Under no circumstance shall a teacher be prejudiced nor discriminated against by
the learner.

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Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in
their behalf in exchange for requested concessions, especially if undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials
other what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of
academic performance.
Section 7. In a situation where mutual attraction and subsequent love develop between teacher
and learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip
and preferential treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners nor make
deductions from their scholastic ratings as a punishment for acts which are clearly not
manifestation of poor scholarship.
Section 9. A teacher shall ensure that conditions contribute to the maximum development of
learners are adequate, and shall extend needed assistance in preventing or solving learner’s
problems and difficulties.
ARTICLE IX – THE TEACHERS AND PARENTS
Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall
conduct himself to merit their confidence and respect.
Section 2. Every teacher shall inform parents, through proper authorities, of the progress and
deficiencies of learner under him. exercising utmost candor and tact in pointing out learners
deficiencies and in seeking parent’s cooperation for the proper guidance and improvement of
the learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall
discourage unfair criticism.
ARTICLE X – THE TEACHER AND BUSINESS
Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income
generation: provided that it does not relate to or adversely affect his work as a teacher.
Section 2. A teacher shall maintain a good reputation with respect to the financial matters such
as in the settlement of his debts and loans in arranging satisfactorily his private financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in.

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any commercial venture which furnishes textbooks and other school commodities in the purchase
and disposal of which he can exercise official influence, except only when his assignment is
inherently, related to such purchase and disposal: provided they shall be in accordance with the
existing regulations: provided, further, that members of duly recognized teachers cooperatives
may participate in the distribution and sale of such commodities.
ARTICLE XI – THE TEACHER AS A PERSON
Section 1. A teacher is, above all. a human being endowed with life for which it is the highest
obligation to live with dignity at all times whether in school, in the home, or elsewhere.
Section 2. A teacher shall place premium upon self-discipline as the primary principles of
personal behavior in all relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could serve as a
model worthy of emulation by learners, peers and all others.
Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and
of the destinies of men and nations.
ARTICLE XII – DISCIPLINARY ACTIONS
Section 1. Any violation of any provisions of this code shall be sufficient ground for the
imposition against the erring teacher of the disciplinary action consisting of revocation of his
Certification of Registration and License as a Professional Teacher, suspension from the
practice of teaching profession, reprimand or cancellation of his temporary/special permit under
causes specified in Sec. 23. Article HI or R.A. No. 7836. and under Rule 31. Article VIII. of the
Rules and Regulations Implementing R.A. 7836.
ARTICLE XIII – EFFECTIVITY
Section 1. This Code shall take effect upon approval by the Professional Regulation
Commission and after sixty (60) days following it’s publication in the official Gazette or any
newspaper of general circulation, whichever is earlier.
THE 1987 CONSTITUTIONS
Article XIV Sections 1-5(5)
Section 1. The state shall protect and promote the right of all the citizens to quality education at all levels
and shall take appropriate steps to make such education accessible to all.
Section 2. The state shall:

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1. Establish, maintain and support a complete, adequate and integrated system of education relevant to
the needs of the people and society;
2. Establish and maintain s system of free public education in the elementary and high school levels.
Without limiting the natural rights of parents to rear their children, elementary education is compulsory
for all children of school age;
THE 1987 PHILIPPINE CONSTITUTION
3. Establish and maintain a system of scholarship grants, student loan programs, subsidies and other
incentives which shall be available to deserving students in both public and private schools, especially to
the underprivileged;
4. Encourage non- formal, informal and indigenous learning system, as well as self- learning
independent and out-of-school study programs particularly those that respond to community needs; and
5. Provide adult citizens, the disabled and out-of-school youth with training in civics, vocational efficiency
and skills.
Section 3.
1. All educational institutions shall include the study of the Constitution as part of the curricula.
2. They shall inculcate patriotism and nationalism, foster love of humanity, respect for human
rights, appreciation of the role of national heroes in the historical development of the country,
teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral
character and personal discipline, encourage critical and creative thinking, broaden scientific
and technological knowledge and promote efficiency.
3. At the option expressed in writing by the parent or guardians, religion shall be allowed to be
taught to their children or wards in the public elementary and high schools within the regular
class hours by instructors designated or approved by the religious authorities of the religion to
which the children or wards belong, additional cost to the Government.
Section 4.
1. The state recognizes the complementary roles of the public and private institutions in the
educational system and shall exercise reasonable supervision and regulation of all educational
institutions.
2. Educational institutions, other than those established by religious groups and mission
boards, shall be allowed solely by citizens of the Philippines or corporations or associations at
least sixty per centum of the capital of which is owned by such citizens. The Congress may,
however, require increased Filipino equity participation in all educational institutions. The control

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and administration of educational institutions shall vest in citizens of the Philippines. No educational
institution shall be established exclusively for aliens and no group of aliens shall
comprise more than one third of the enrollment in any school. The provisions of this subsection
shall not apply to schools established for foreign diplomatic personnel and their dependents and,
unless otherwise provided by law, for other foreign temporary residents.
3. All revenues and assets of non- stock, non- profit educational institutions used actually,
directly and exclusively for educational purposes shall be exempt from taxes and duties. Upon
the dissolution or cessation of the corporate existence of such institutions, their assets shall be
disposed of in the manner provided by law. Proprietary educational institutions, including those
cooperatively owned, may likewise be entitled to such exemptions subject to the limitations
provide by law including d restrictions on dividends and provisions for reinvestment.
4. Subject to conditions prescribed by law, all grants endowments, donations or contributions
used actually, directly and exclusively for educational purposes shall be exempt from tax.

Section 5.
1. The State shall take into account regional and sectoral needs and conditions and shall
encourage local planning in the development of educational policies and programs.
2. Academic freedom shall be enjoyed in all institutions of higher learning.
3. Every citizen has a right to select a profession or course of study, subject to fair, reasonable
and equitable admission and academic requirements.
4. The State shall enhance the right of teachers to professional advancement. Non- teaching
academic and non-academic personnel shall enjoy the protection of the State.
5. The State shall assign the highest budgetary priority to education and ensure that teaching will
attract and retain its rightful share of the best available talents through adequate remuneration
and other means of job satisfaction and fulfillment.

This was an act providing for the establishment and maintenance of an integrated
system of education. In accordance with Section 2, this act shall apply to and govern both
formal and non- formal system in public and private schools in all levels of the entire educational
system. As provided by this Act, the national development goals are as follows:

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1. To achieve and maintain an accelerating rate of economic development and social progress.
2. To assure the maximum participation of all the people in the attainment and enjoyment of the
benefits of such growth; and
3. To achieve and strengthen national unity and consciousness and preserve, develop and
promote desirable cultural, moral and spiritual values in changing world.
It is also stated in Section3 that:
The State shall promote the right of every individual to relevant quality education,
regardless of sex, age, creed socio- economic status, physical and mental conditions, racial or
ethnic origin, political or other affiliation. The State shall therefore promote and maintain equality
of access to education as well as the benefits of education by all its citizens.
RIGHTS OF STUDENTS IN SCHOOL (Section 9)
1. The right to receive competent instruction, relevant quality education.
2. The right to freely choose their field of study subject to the existing curricula and continue their
course up to graduation, except in cases of academic deficiency or violations of disciplinary
regulations.
3. The right to school guidance and counseling services.
4. The right to access to his owns school records and the confidentiality of it.
5. The right to issuance of official certificates, diplomas, transcript of records, grades, transfer
credentials and similar document within thirty days from request.
6. The right to publish a student newspaper and invite resource persons during symposia,
assemblies and other activities.
BATAS PAMBANSA BLG. 232(THE EDUCATION ACT OF 1982)

7. The right to free expression of opinions and suggestions and to effective channels of
communication with appropriate academic and administrative bodies of the school or
institutions.
8. The right to form or establish, join and participate in organizations and societies recognized by
the school..., or to form, join and maintain organizations and societies for purposes not contrary
to law.
9. The right to be free from involuntary contributions except those approved by their organizations

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and societies.
RIGHT OF ALL SCHOOL PERSONNEL (Section 10)
1. Free expression of opinions and suggestions.
2. To be provided with free legal service by the appropriate government office in case of public
school personnel and the school authorities concerned in case of private school personnel,
when charged in administrative, civil and/or criminal proceedings, by parties other than the
school authorities concerned, for actions committed directly in the lawful discharged of
professional duties and/or in defense of school policies.
3. Establish join, maintain labor organization of their choice to promote their welfare and defend
their interest
4. To be free from involuntary contributions except those imposed by their own organizations.
SPECIAL RIGHTS and/or PRIVILEGES OF TEACHING OR ACADEMIC STAFF (Section 11)
1. Right to be free compulsory assignment not related to their duties defined in them
appointment or employment contracts unless compensated thereof. (Additional compensation
Sec. 14 R.A. 4670- at least 25% his regular remuneration) 2. Right to intellectual property.
3. Teachers are persons in authority when in lawful discharge of duties and responsibilities... shall
therefore, be accorded due respect and protection (Commonwealth Act No. 578)
4. Teachers shall be given opportunity to choose career alternatives for advancements.
RIGHTS OF ADMINISTRATORS (Section 12)
School administrators shall be deemed persons in authority while in the lawful discharge
of their duties and responsibilities.... Shall be accorded due respect and protection
(Commonwealth Act No. 578)
RIGHTS OF SCHOOLS (Section 13)
1. The right of their governing boards to adopt and enforce administrative or management systems.
The right of institutions of higher learning to determine on academic grounds who shall be admitted to
study, who may teach, and who shall be the subjects of the study and research.
MAINTENANCE OF QUALITY EDUCATION
1. Voluntary Accreditation (Section 29)
2. Teachers and Administrators obligations and qualification (Sections 176 and 17)
3. Government Financial Assistance to Private Schools (Section 41)

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Enacted on June 8, 1940, conferred the status of “persons in authority” upon the
teachers, professors, and persons charged with the supervision of public or duly recognized
private schools, colleges and universities.
This Act also provided a penalty of imprisonment ranging from six months and one day
to six years and a fine ranging from 500 to 1, 000 pesos upon any person found guilty of assault
upon those teaching personnel.
Known as the “Magna Carta for Public School Teachers”. This was approved on June
18, 1966 to promote and improve the social and economic status of public-school teachers, their
living and working conditions, their employment and career prospects. It also provided the
following:
1. Recruitment qualifications for teachers
2. Code of Professional Conduct for Teachers
3. Teaching hours- 6 hours of classroom teaching (maximum load)
4. Additional compensation- 25% of the regular remuneration
5. Health and injury benefits (thru the GSIS)
6. One year study leave (sabbatical leave) after seven years of continuous teaching, the teacher
should receive 60% of the monthly salary.
7. One range salary increase upon retirement (basis computing the retirement fee).
8. Freedom to form organizations.
The Department of Education and Department of Budget and Management have issued the
Joint Circular No. 1 s., 2021, amending the National Budget Circular 514, s. 2007, which grants
higher Special Hardship Allowance to eligible teachers and school heads.
The issuance increased the amount of SHA, from 15-25% of the monthly basic salary
previously, to 25% of the monthly basic salary of the personnel assigned in hardship posts.
The grant of Special Hardship Allowance is given monthly to classroom teachers in elementary
and secondary schools and school heads or administrators exposed to extreme difficulties and
hazards, such as difficulty in commuting to the place of work.
SHA can also be availed by teachers in pure multigrade schools, mobile teachers, and non-
formal education or Alternative Learning System (ALS) coordinators.

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COMMONWEALTH ACT NO. 578

R.A. 4670: MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS
NATIONAL BUDGET CIRCULAR 514, S. 2007
RA 10157 – Kindergarten Education Act
RA 10533 – Enhanced Basic Education Act
RA 11713 – Excellence in Teacher Education Act
RA 8980 – Early Childhood Care Development Act
RA 7722 – Commission on Higher Education
RA 7796 – Technical Education Skills Development Authority
RA 9155 – Governance of Basic Education Act of 2001
RA 8190 – Localization Law
UNESCO’S Education for Sustainable Development Initiative (2012) presented a conceptual
framework for ongoing, lifelong learning. This model
organizes learning into the following five pillars:
1. Learning to Know – the development of skills and knowledge needed to function in
this world e.g., formal acquisition of literacy, numeracy, critical thinking and general
knowledge.
2. Learning to DO – the acquisition of applied skills linked to professional success.
3. Learning to Live Together – the development of social skills and values such as
respect and concern for others, and the appreciation of cultural diversity.
4. Learning to BE – the learning that contributes to a person’s mind, body, and spirit.
Skills include creativity and personal discovery, acquired through reading, the
Internet, and activities such as sports and arts.
5. Learning to Transform Oneself and Society – when individuals and groups gain
knowledge, develop skills, and acquire new values as a result of learning, they are
equipped with tools and mindsets for creating lasting change in organizations,
communities, and societies.

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Domains:
1. Content Knowledge and Pedagogy
2. Learning Environment
3. Diversity of Learners
4. Curriculum and Planning
5. Assessment and Reporting
6. Community Linkages and Professional Engagement
7. Personal Growth and Professional Development
OTHER LAWS IN EDUCATION
5 PILLAR’S OF EDUCATION
PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS
Career stages: A continuum
1. Beginning Teachers
2. Proficient Teachers
3. Highly Proficient Teachers
4. Distinguished Teachers
LEVEL 1 – NC I
LEVEL 2 – NC II
LEVEL 3 – NC III
LEVEL 4 – NC IV
LEVEL 5 – DIPLOMA (2-year course)
LEVEL 6 – BACHELOR’S
LEVEL 7 – MASTER’S
LEVEL 8 - DOCTORAL
PHILIPPINE QUALIFICATIONS FRAMEWORK
21ST CENTURY SKILLS
Nature of CPD Programs. - The CPD Programs consist of activities that range from structured to
nonstructured activities, which have learning processes and outcomes.
These include, but are not limited to, the following:

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(a) Formal learning;

(b) Nonformal learning;
(c) Informal learning;
(d) Self-directed learning;
(e) Online learning activities; and
(f) Professional work experience.
Section 10. CPD as Mandatory Requirement in the Renewal of Professional License
and Accreditation System for the Practice of Professions. - The CPD is hereby made
as a mandatory requirement in the renewal of the PICS of all registered and licensed
professionals under the regulation of the Commission.
10.1. The implementation of this provision shall provide a transition period to
develop the necessary standards, processes, capacity, and infrastructure while
minimizing the cost and inconvenience to professionals covered by the
requirement. Attached hereto as Annex "A" is the list of the priority deliverables
as antecedent requirements for the full implementation of the CPD Act of 2016.
10.2. During this transition period, the following shall be observed:
a) Professionals working overseas shall not be covered by the CPD
requirement.
b) Newly licensed professionals shall not be covered by the CPD requirement
for the first renewal cycle after obtaining their license.
c) The various CPD Councils shall reduce the required CPD credit units to a
minimum, which shall not be more than fifteen (1 5), as provided for under
applicable laws.
“If we are to select and prepare the new generation of teachers equipped with
the knowledge, skills and values to help their culturally different and socially
advantaged students to learn, and to become socially responsible citizens,
significant changes are needed.”
- Delor’s Report

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The New Learning Environment

 Learner-centered
 New spaces and borderless
 Enhanced opportunity for creativity and innovations, and
 Use of ICT
R.A. 10912: CONTINUING PROFESSIONAL DEVELOPMENT ACT OF 2016
THE CHANGING GLOBAL LANDSCAPE FOR 21ST CENTURY LEARNERS
The New Learning Contents
With the new learning environment and the explosion of knowledge, content or subject matter
of learning has been modified. From a specific discipline or subject area, subject matter
of learning has the following characteristics:
 Integrated/interdisciplinary;
 Demand-driven
 Emphasis on learning tools on how to retrieve knowledge; and
 Balance of scientific, technological, cultural, global, local concepts
The New Processes of Learning
With the advancement in the study of the mind and cognition, various processes of learning
evolved with human intervention of teachers and peers as well as non-human intervention
of artificial intelligence (AI) of robots. With these advancements, different processes of learning
and the methods to facilitate these have evolved. These include the idea of multiple ways
of learning which can be mediated by the following:
 Face-to-face when learners and teachers are confined in the same learning space at
the same time with the teacher facilitating learning.
 Distance learning-when teaching learning is mediated by traditional (modules in print) or
modern technology (on-line or off-line) without the physical presence of the teacher in a
virtual class. It can be synchronousorasynchronous.
 Blended modalities. When teaching and learning is facilitated through face-to face or
distance learning which enables to the teachers and learners to have both physical
presence and physical absence in the teaching-learning process
 Experiential and lifelong-when learners are immersed into the real-life situation, such

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that learning becomes more authentic and meaningful.

The New Types of Learners
 The new breed of learners does not have age boundaries. Learners maybe are in an
informal, formal or informal setting.
 a confident person who thinks independently and critically and who communicates
effectively;
 self-directed and who questions, reflects and takes responsibility for his/her own
learning;
 a concerned citizen, informed about the world and local affairs, has a strong sense
of civic responsibilities and participates actively in improving the lives of others;
 a member of the new generation: pop-culture, different ways of thinking, responding.
1. Intelligence
2. Compassion
3. Emotional Stability
4. Innovativeness
5. Fairness
6. Professionalism
7. Drive
8. Self-confidence
9. Cooperativeness
10. Buoyancy
11. Reliability
PERSONAL QUALITIES OF A GOOD TEACHER
Global education has been best described by two definitions:
Global Education
UNESCO defines global education as a goal to develop countries worldwide and is aimed at educating all
people in accordance with world standards.
Another definition is that global education is a curriculum
that is international in scope which prepares today’s youth

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around the world to function in one world environment under teachers who are intellectual,
professionally and humanistically prepared.
Global Education
is about the diversity understanding the difference and teaching the different cultural groups in their
own context to achieve the goals of global education as presented by the United Nations.
Global Teachers
is a global teacher who is competent and armed with enough skills, appropriate attitude and
universal values to teach learners at home or abroad but is equipped with both times tested as
well as modern technologies in education in any time and any place in the world.
Is someone who thinks and acts both locally and globally with worldwide perspectives, but is
teaching in the communities, localities, towns, provinces and regions where he or she is situated.

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